Other researches

IMAJINEaims to formulate new integrative policy mechanisms to enable European, national and regional government agencies to more effectively address territorial inequalities within the European Union.

It responds to evidence that spatial inequalities within the EU are increasing and is particularly timely in examining the geographically differentiated impacts of the post-2008 economic crisis. IMAJINE proposes to address the problem of territorial inequalities through an inter-disciplinary and multi-scalar approach that integrates perspectives from economics, human geography, political science and sociology.

PERCEIVE investigates the impact of Cohesion Policy in creating a shared sense of European identity and a wider adherence to the values of Europe among European citizens. PERCEIVE analyses the sense of European identity based on the regional differences in application and communication of Cohesion Policy.

Do European Citizens know what Cohesion Policy is and what does it do for them? How well does the European Union communicate its policies and positive results? Why do Europeans, in different regions, have a significantly different sense of belonging to the EU?

COHSMO aims to investigate the relation between socio-economic structures of inequality, urbanization and territorial cohesion, and how territorial cohesion at different European scales affect economic growth, spatial justice and democratic capacities.

Although location and place have gained attention in European policy and the theoretical thinking informing regional development policies, it is argued in COHSMO the need to change the orientation in the direction of making place-informed theories and policies.

RUR-EDfocuses on education in rural and urban areas. The main rationale for the project is that educational outcomes of students residing in rural areas are lower than for students residing elsewhere, which creates uneven opportunities for individuals depending on where they live.

The aim of RUR-ED is to contribute to ensuring a spatially just education system, based on knowledge about the interconnections between social practices of schools and rural students’ social and cultural resources.